INTERNET SAFETY Guidelines and Resources for
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INTERNET SAFETY
nd
Guidelines and Resources for
co
Se
in Schools
OCTOBER 2007
Guidelines and Resources Developed in Response
to Chapter 52 – An Act to Amend and Reenact
§ 22.1-70.2 of the Code of Virginia, Relating to
Internet Safety Instruction in Schools
(HB58 – Approved March 7, 2006)
Disclaimer This document provides links to Web sites created and maintained by other public and/or private organizations. The Virginia Department of Education provides links to these sites for information purposes only; the presence of a link is not an endorsement of the site. Although every reasonable effort is made to present current and accurate information, Internet content appears, disappears, and changes over time. Please let us know about existing external links that might be inappropriate.
INTERNET SAFETY
Guidelines and Resources for
in Schools
First Edition, September 2006
Second Edition, October 2007
Guidelines and Resources for Internet Safety in Schools State Board of Education Dr. Mark E. Emblidge, President Dr. Ella P. Ward, Vice President Dr. Thomas M. Brewster Isis M. Castro David L. Johnson Dr. Gary L. Jones Kelvin L. Moore Andrew J. Rotherham Eleanor B. Saslaw Virginia Department of Education Dr. Billy K. Cannaday, Jr. Superintendent of Public Instruction Division of Technology Lan Neugent Assistant Superintendent Office of Educational Technology Dr. Tammy McGraw Director
Contents
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Legislation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Issues School Divisions Must Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Integrating Internet Safety into Curriculum Content Instruction . . . . . . . . . . . .6
What Students Need to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
What Parents, Grandparents, and Caregivers Need to Know . . . . . . . . . . . . . . . . .10
What Teachers, Instructional Technology Resource Teachers, Library
Media Specialists, Counselors, and Resource Officers Need to Know . . . . . .13
What School Administrators Need to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
What School Boards Need to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Appendixes
A. Legislative Act, Chapter 52 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
B. SUPTS. MEMO NO. 15, April 21, 2006 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
C. Internet Safety and the Virginia Standards of Learning for Computer/
Technology for Grades K-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
D. Web-Based Resources on Internet Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
E. Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Guidelines and Resources for Internet Safety in Schools
iii
Acknowledgments Marcie Altice, Franklin County Public Schools Jon Bernstein, Bernstein Strategy Group Donna Bowman, Virginia Center for School Safety, Department of Criminal Justice Services Donnie Brooks, Southwest Virginia Governor’s School for Science, Mathematics, and Technology Michael J. Brown, Sheriff of Bedford County, Virginia Dr. James Carroll, Arlington Public Schools Dr. Chris Corallo, Henrico County Public Schools Cheryl Elliott, James Madison University Dr. Ann Flynn, National School Boards Association Delegate William H. Fralin, Jr., Virginia General Assembly Patricia Greenfield, Department of Psychology and Children’s Media Center, UCLA Jim Lantzy, George Mason University Charlie Makela, Arlington Public Schools Roxanne Mills, Virginia Educational Media Association Susan Patrick, North American Council for Online Learning Dr. Gary Reynolds, Project Blue Ridge Thunder, Bedford County Sheriff’s Office Teri Schroeder, iSafe Joe Showker, Rockingham County Public Schools Michele Stockwell, Education, Social and Family Policy, Progressive Policy Institute Ron Teixeira, National Cyber Security Alliance Lisa M. Hicks-Thomas, Computer Crimes Unit, Office of the Attorney General George F. Washington, Franklin County Public Schools Dr. John R. Wenrich, Institute for Connecting Science Research to the Classroom, Virginia Tech Nathaniel C. Wood, Division of Consumer and Business Education, Federal Trade Commission Dr. Zheng Yan, University of Albany Virginia Department of Education Gloria Barber (Retired) Betsy Barton Stan Bumgardner Arlene Cundiff Michael Fleshman Caroline Fuller Dr. Tammy McGraw Sara Marchio Lan Neugent Penny Robertson Anne Rowe Michelle Vucci Greg Weisiger Jean Weller Anne Wescott Joyce Faye White iv Guidelines and Resources for Internet Safety in Schools
Foreword
Today’s students will be the first generation to use the Internet for their entire lives.
This unprecedented access to resources will enhance their learning, research,
communications, explorations for new ideas, and expressions of creativity.
Unfortunately, this remarkable resource has become susceptible to abuse that often
targets young people.
The Virginia Department of Education is committed to helping school divisions
develop and implement Internet safety policies and programs, as directed by HB58.
This document, Guidelines and Resources for Internet Safety in Schools, provides a starting
point as divisions add required Internet safety components to their acceptable use
policies. The legislation also compels divisions to integrate Internet safety into their
curricula. While the document offers recommendations, specific curricular details are
left to the discretion of school systems.
The Department developed these guidelines with input from individuals and
organizations throughout the Commonwealth and beyond. It represents the
knowledge and perspectives of educators; researchers; law enforcement officials; local,
state, and federal representatives; and independent nonprofit organizations. The
Department will periodically disseminate additional information and resources,
beginning with a fall 2006 document that demonstrates how Internet safety issues can
be integrated with the Standards of Learning.
As educators, perhaps our greatest priority is to protect the students. In terms of
online safety, the ever-changing nature of the Internet makes this objective a constantly
moving target. Although the task is daunting, we must stay ahead of the curve in
detecting and reporting Internet threats and predators. Instructors need to be well-
informed about the latest computer threats and integrate Internet safety into their
curricula throughout the school year. Administrators should keep staff and community
members apprised of new developments. They also need to evaluate the Internet
safety program’s quality and effectiveness and make regular adjustments and
revisions.
As you develop and later evaluate Internet safety policies and programs, I encourage
you to share best practices and successes with the Department’s Office of Educational
Technology. Questions about Guidelines and Resources for Internet Safety in Schools also
should be directed to the office at 804-225-2855.
The Internet’s potential is limitless and still largely untapped. Within the next 10 years,
it will change education in ways we never could have imagined. My goal is for the
Commonwealth of Virginia to remain a national leader in educational technology by
pioneering cutting-edge uses of the Internet while ensuring the safety of each student.
Billy K. Cannaday, Jr.
Superintendent of Public Instruction
Guidelines and Resources for Internet Safety in Schools
vIntroduction
Few would argue that the Internet has had a profound influence on education,
including an unprecedented access to resources, opportunities for collaboration across
geographic and temporal barriers, and engagement in global communities. Current
research suggests this impact may extend to student academic achievement. In a recent
study of low-income students, Linda Jackson and her colleagues at Michigan State
University found that increased Internet use correlates with higher standardized
1
reading-achievement scores and grade-point averages.
The high-speed Internet has made the Web much more interactive, with
communication possibilities expanded beyond the written word. While young people
tend to adopt new technologies more quickly than adults, many do not have the
experience or knowledge to understand the potential risks. Parents, educators, and
community members must encourage students to take advantage of the Internet’s
benefits while reducing its risks.
All Virginia school divisions currently have Internet acceptable use policies and
employ filtering software. These policies and filters are necessary but cannot prevent
all risks to students. Since Internet threats change constantly, schools and divisions
must take additional steps to safeguard students.
The Virginia Department of Education has published Guidelines and Resources for
Internet Safety in Schools to assist school divisions in three areas: (1) writing an Internet
safety component as part of the acceptable use policy, (2) integrating Internet safety
into the curriculum, and (3) fostering responsibility among all stakeholders to help
protect young people from online dangers. This document also will explain the
meanings of new terms commonly used in cyberspace. Words italicized in the text are
explained in more detail in the Appendix E glossary.
Additional information about Internet safety may be found on the Department's Web
site at http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-
guidelines.shtml.
1
L. A. Jackson, A. von Eye, F. A. Biocca, G. Barbatsis, Y. Zhao, and H. E. Fitzgerald, “Does home Internet use
influence the academic performance of low-income children?” Developmental Psychology, 42(3):1-7 (2006).
Guidelines and Resources for Internet Safety in SchoolsLegislation The Virginia General Assembly proactively has promoted the Internet’s instructional benefits while protecting students from its risks. In 2000, a state law required school divisions to develop acceptable use policies, which provide Internet guidelines for students and teachers. The following year, state and federal laws authorized the installation of filtering software to prevent students from accessing potentially harmful material. House Bill 58, introduced by Delegate William H. Fralin, Jr., and passed by the 2006 General Assembly, requires that school divisions’ acceptable use policies “include a component on Internet safety for students that is integrated in a division's instructional program.” The legislation also requires the Superintendent of Public Instruction to issue guidelines to school divisions regarding instructional programs related to Internet safety. For the new legislation, see the italicized sections in Section A of Appendix A.2 The acting superintendent of public instruction issued a memorandum regarding the legislation and requirements (see Appendix B).3 The revised policy must comply with current federal, state, and local laws relating to Internet safety: • Acceptable Use Policies (AUP) for Public and Private Schools (Code of Virginia § 22.1-70.2). This law reflects the circumstances unique to the school or division and the electronic system used; it clearly defines responsible use of information networks. • Family Involvement in Technology (FIT) Program (Code of Virginia § 22.1-212.2:3). This program promotes parental and family involvement in children’s education, including increased and appropriate supervision of children using the Internet. • Children’s Internet Protection Act (CIPA). Congress enacted this law in December 2000 to address offensive Internet content on school and library computers. It imposes specific requirements on any school or library that receives funding support for Internet access or internal connections from the E-Rate Program.4 2 The text of the legislation also is available at http://leg1.state.va.us/cgi- bin/legp504.exe?ses=061&typ=bil&val=hb58 [12 August 2006] 3 A copy of the memorandum also is available at http://www.doe.virginia.gov/VDOE/suptsmemos/2006/adm015.html [12 August 2006] 4 Visit www.fcc.gov/cgb/consumerfacts/cipa.html for additional information on CIPA. 2 Guidelines and Resources for Internet Safety in Schools
When this edition of Guidelines and Resources for Internet Safety in Schools went to press,
a Senate bill, Protecting Children in the 21st Century Act, was pending. This bill would
require schools receiving federal E-Rate funds to educate students about Internet safety
and block students' access to social-networking Web sites and chat rooms unless
supervised.
All new federal legislation related to Internet safety may be accessed through the
Library of Congress’s THOMAS site at http://thomas.loc.gov/ or Cornell’s U.S. Code
Collection: Education at www4.law.cornell.edu/uscode/html/uscode20/.
State legislation may be searched via the Virginia General Assembly’s Legislative
Information System at http://leg1.state.va.us/061/lis.htm.
Guidelines and Resources for Internet Safety in Schools
3Issues School Divisions Must Address As stated in the 2006 legislation, each Virginia school division must add a comprehensive Internet safety component to its acceptable use policy. The division should review its existing acceptable use policy carefully to determine if the Internet safety component will affect other sections. The division then will draft and submit the revised policy to the state Department of Education, which will review the program for compliance. Although the various Internet safety programs across the state will share some common elements, each division should examine its resources and requirements closely and fashion an appropriate plan that includes the following: • Integration of Internet safety into the K-12 curriculum and instruction • Defined roles and responsibilities for the school board; administrators (central office and building); teachers; counselors; instructional technology resource teachers; library media specialists; building resource officers; technology coordinators; students; and community stakeholders, including but not limited to parents, caregivers, public library staff, after-school and off-campus program instructors, and local law enforcement officials • Safety measures, including any that already exist • Data and network security plan • Procedures to address breaches of Internet security and protect students’ safety • Process for annually reviewing, evaluating, and revising the program • Professional development opportunities for staff across the division • Outreach programs for community stakeholders In revising acceptable use policies, divisions will confront three major issues regarding appropriate and effective Internet use—safety, security, and ethics. Since the existing policies already address Internet ethics, the guidelines in this document focus primarily on safety and security topics. • The Internet as a valuable tool. Like any other tool, the Internet can be misused or dangerous in certain circumstances. Students must learn how to use the Internet safely and effectively. 4 Guidelines and Resources for Internet Safety in Schools
• Personal safety on the Internet. Students must understand that people are not always
who they say they are. They should never give out personal information without an
adult’s permission, especially if it conveys where they can be found at a particular time.
They should understand that predators are always present on the Internet. Students
should recognize the various forms of cyberbullying and know what steps to take if
confronted with that behavior.
• Information on the Internet. Students and their families should discuss how to
identify acceptable sites to visit and what to do if an inappropriate site is accessed.
Students should be informed about various Web advertising techniques and realize
that not all sites provide truthful information.
• Activities on the Internet. Likewise, students and their families should discuss
acceptable social networking and communication methods and the appropriate steps to
take when encountering a problem. Students should know the potential dangers of e-
mailing, gaming, downloading files, and peer-to-peer computing (e.g., viruses, legal issues,
harassment, sexual predators, identity theft).
Each school division should outline options for presenting Internet safety instruction to
students. A pilot of the instruction program, coupled with a review of related materials, is
recommended prior to divisionwide implementation. The division needs to develop an
evaluation component that continually examines the program’s effectiveness and
recommends revisions.
A frequently overlooked element is school and community support for the acceptable
use policy. All stakeholders—division staff and community members—need accurate up-
to-date facts. This document is organized by stakeholder group to help divisions define
each role clearly.
In addition, all school personnel should keep abreast of constantly changing Internet safety
information and communicate regularly on the topic. Some Internet threats, such as bullies
and sexual predators, exist in the community as well. As a result, administrators,
counselors, and resource officers previously have confronted some of the problems now
emerging on the Internet. Division and school personnel also should tap into community
resources, such as law enforcement agencies and technology companies that can lend their
own expertise.
While devising the revised policy, remember that students may not recognize virtual-life
safety issues as readily as real-life safety issues. Virtual-life risks often are invisible,
unsolicited, and instant. The division should educate students to recognize potential illegal
activities and outline a clear process for reporting problems.
As work commences on the Internet safety component, divisions should refer regularly to
the guidelines in this document, the Department of Education’s Acceptable Use Policies:
Guidelines and Resources for Internet Safety in Schools
5A Handbook (www.doe.virginia.gov/VDOE/Technology/AUP/home.shtml), and existing national Internet safety resources (see Appendix D). Some divisions already have existing Internet safety programs but should consider expanding them to cover all components recommended in these guidelines. In particular, Internet safety instruction should involve all teachers and be integrated into the curricula. Integrating Internet Safety into Curriculum Content Instruction The 2006 legislation requires divisions to integrate the new Internet safety component within the curriculum. School divisions need to design the program specifically to each grade level. Students should learn about Internet safety from kindergarten through high school graduation, acquiring new skills each year while being reminded of previous lessons. All instructors, not just library media specialists or computer-lab teachers, should teach Internet safety and take every opportunity to warn of potential dangers and model safe and appropriate Internet use. Some Standards of Learning blend naturally with Internet safety lessons. Appendix C lists the Standards of Learning for Computer/Technology that address both Internet safety and ethics issues. The state Department of Education has also published supplemental resources that illustrate how Internet safety lessons can be integrated into core curricular Standards of Learning and which identify ways in which library media specialists can include Internet safety components in their own Linking Libraries lessons. See http://www.doe.virginia.gov/ VDOE/Technology/OET/internet-safety-guidelines.shtml for links to these resources. Teachers also can use technology to stress core issues or help students improve essential skills. For instance, when students are creating a project using digital images, a teacher can use this opportunity to demonstrate how easily images can be manipulated and posted to a Web site. As another example, a classroom puppet show could underscore how an unseen person pretends to be someone else—just as some people take on different persona in chat rooms. Students researching online should always try to ascertain the author or host of a Web site and understand that personal and political agendas can influence the information. An interesting student assignment might be to compare how different Web sites present information on the same topic. In Appendix D, “Student Instruction: Lesson Plans/Curricula” includes examples of Internet safety integrated into curricula; some suggest specific activities for appropriate grade levels. Instructional technology resource teachers can incorporate some of these into professional development or training programs for classroom teachers and library media specialists. Appendix D also includes resources and activities for students, parents, teachers, counselors, library media specialists, resource officers, and administrators. The list is not comprehensive but provides a starting point for locating Internet safety resources. 6 Guidelines and Resources for Internet Safety in Schools
What Students Need to Know
The Internet is a powerful tool that should be used wisely.
• The Internet allows students
Clicky’s Web World: What 2 Do on the
access to a vast library of
Web (NetSmartzKids)
previously unavailable http://www.netsmartzkids.org/activities/
resources. clwebworld/clwhat2do.htm
• The Internet enables students to
communicate with people Safe Teens (SafeTeens)
around the world. http://www.safeteens.com/
• The Internet provides a creative
outlet for students skilled in See Appendix D for additional
writing, art, music, science, resources.
mathematics, and other topics.
Students need to know that not all Internet information is valid or
appropriate.
• Sexually explicit material or violent images can affect students negatively.
• Sexual predators will try to convince students to trust them.
• Internet information may promote negative attitudes, such as hate or intolerance,
and dangerous or illegal activities, such as self-injuring behavior, gambling, and
illegal drug use.
Students should be taught specifically how to maximize the Internet’s
potential while protecting themselves from potential abuse.
• The critical-thinking skills students learn in the
Get Your Web License (PBS classroom, library, and lab should be applied to
KIDS) Internet resources and Web searching.
http://pbskids.org/license/
• Students need to know what to do and who to
Tips by Teens for Teens ask for help when they encounter a person or
(GetNetWise) site on the Internet that is offensive or
http://kids.getnetwise.org/ threatening to them.
safetyguide/teens • Students and adults are strongly encouraged to
be responsible citizens. Report illegal Internet
See Appendix D for communications and activities to Internet
additional resources. Service Providers and local law enforcement
authorities.
Guidelines and Resources for Internet Safety in Schools
7Internet messages and the people who send them are not always what or who
they seem.
• People in chat rooms, instant
message “buddies,” or those who iKeepSafe Internet Safety Coalition
visit a blog may not be who they http://ikeepsafe.org/iksc_statemessage/
appear to be. Students should state.php?abbr=VA
learn to recognize when someone
is potentially dangerous. Don’t Believe the Type: Surf Safer
• Students need to realize when an (Cybertipline)
http://tcs.cybertipline.com/surfsafer.htm
Internet encounter may be
questionable and how to protect
See Appendix D for additional
themselves when this occurs. resources.
• E-mail can cause malicious code-
infection problems for a computer
or network. Students should not open e-mail or attachments from unknown sources.
• Students need to know which information is safe to share with others online, which
should never be shared, and why sharing it could put them at risk.
• Students never should reveal online any information about where they live or attend school.
• Students need to be aware their electronic messages, even those with known friends, can
leave electronic footprints that can be misused by others.
Predators and cyberbullies anonymously use the Internet to manipulate
students. Students must learn how to avoid dangerous situations and get
adult help.
• Sexual predators deceive students by pretending to be students themselves. They
sometimes lure young people into a false sense of security or blind trust and try to alienate
them from their families. Students need to learn about these types of psychological ploys
and how to get immediate adult help.
• Bullies use Internet tools, such as
instant messaging and the Web, to Cyberbullies (McGruff)
harass or spread false rumors about http://www.mcgruff.org/Advice/
students. Students need to know how cyberbullies.php
to seek proper help in these potentially
dangerous situations. Internet Super Heroes: Cyberbullying
• Students need to know that posting (use pull-down menus at bottom)
(WiredSafety)
personal information and pictures can
http://www.internetsuperheroes.org/
allow predators to contact and begin
cyberbullying/index.html
grooming them for illegal meetings and
actions. Personal photos can be easily See Appendix D for
misused or altered when posted on the additional resources.
Internet.
8 Guidelines and Resources for Internet Safety in SchoolsInternet activities, such as playing games and downloading music or video
files, can be enjoyable. Students need to know which activities are safe and
legal.
• Gaming sites can attract sexual
predators and/or cyberbullies. 10 Tips for Dealing with Game
• Some games may contain Cyberbullies and Griefers (Microsoft)
pornographic and/or violent http://www.microsoft.com/protect/family/
images. Students need to talk activities/griefers.mspx
with parents about what is
acceptable. The 411: File Sharing (StaySafe)
• Students need to know how to http://www.staysafe.org/teens/411/
detect whether a specific file filesharing.html
download is legal and/or free
See Appendix D for additional
of malicious code.
resources.
Guidelines and Resources for Internet Safety in Schools
9What Parents, Grandparents, and Caregivers Need
to Know
The Internet is a valuable learning, communication, and entertainment
provider. A child’s Internet use should be based on age and the family’s needs
and values.
• The Internet can help with
research and homework. Online Safety Guide (click on age-level
• The Internet can facilitate easy tips on left side of screen) (GetNetWise)
communications with family http://kids.getnetwise.org/safetyguide/
members and friends.
• Although the Internet can be Parenting Online (WiredKids)
educational and entertaining, http://wiredkids.org/resources/documents
/pdf/parentingonline.pdf
children should spend time
offline.
See Appendix D for additional
• Appropriate Internet activities for resources.
children should be age related.
Teenage activities may not be
appropriate for a young child.
Parents must understand potential Internet dangers and prepare their
children, just as they prepare them for going to the playground or crossing
the street.
• The Internet contains
Internet Safety: Information for Parents inappropriate information for
(WiredSafety) children, such as pornography,
http://www.wiredsafety.org/parent.html hate literature, aggressive
advertising, and violent images.
Online Predators: Help Minimize the Risk • Internet communication often is
(Microsoft)
anonymous, especially in chat
http://www.microsoft.com/protect/family/
rooms or blogs. A sexual predator
guidelines/predators.mspx
may pose as a friend to lure a
See Appendix D for additional child away from his or her
resources. family’s protection. Cyberbullies
may target a child for harassment.
• Using e-mail or downloading files can lead to viruses or hidden spyware, which endanger
a family’s privacy and computer.
• Information provided over the Internet—by children and adults—can be used
for identity theft.
10 Guidelines and Resources for Internet Safety in SchoolsParents can provide the best protection for their children and help reinforce
the principles learned in the classroom. Families should reach agreements
about acceptable Internet activity and content.
• Parents should read about and
know how to respond to The Children’s Partnership: The Parents’
Internet risks. They can stay Guide to the Information SuperHighway
informed by signing up for a http://www.childrenspartnership.org/AM
family Internet safety newsletter /Template.cfm?Section=Speeches_and_Pres
(see “Newsletters” in Appendix entations&CONTENTID=4687&TEMPLATE
D) and working directly with =/CM/HTMLDisplay.cfm
their school divisions.
• Parents should talk with their staysafe.org for Parents
children about safe and http://www.msn.staysafeonline.com/
parents/default.html
appropriate Web sites and
activities.
See Appendix D for additional
• Children should be encouraged
resources.
to report anything they feel
uneasy about. If parents
overreact, children will be less likely to confide in them the next time.
• The family should create rules about what children can and cannot do while online.
Posting the agreements near the computer will ensure children see them often.
Monitoring is crucial. Parents should know where their children go online, how
long they stay there, and the warning signs that something is wrong.
• Parents should place computers in family areas as opposed to bedrooms; however,
they need to realize that instant messaging devices, cell phones, and wireless
computers may allow children to get online anywhere.
• When young children first begin going online, parents should work closely with
them and talk about Internet safety at an early age.
• Parents should bookmark suitable sites and check back regularly to ensure that the
content of those sites has not changed and that harmful sites have not been
bookmarked.
• Filters are helpful but not fail proof. Parents need to know about circumventor sites,
which allow users to get around filtering software controls.
• Parents should seek training to learn different methods of monitoring their
children’s Internet use. They continually need to employ up-to-date techniques and
software to track where their children go online.
• Parents should be aware that some sites have age restrictions that children may
ignore or not realize.
Guidelines and Resources for Internet Safety in Schools
11• Parents should follow where
their children go on the Internet Filter Review (National Coalition for the
just as they would watch them Protection of Children and Families)
in a large public area. They http://www.filterreview.com/index.htm
need to check regularly the
history and bookmarks or favorites Cybertipline (National Center for Missing
on all computers in the house. and Exploited Children)
http://www.cybertipline.com/
• Parents should recognize the
warning signs of when a child
See Appendix D for additional
might be in trouble, doing
resources.
something they should not be
doing, or spending too much
time on the Internet. They
should know how to report a problem to their Internet Service Provider and local
law enforcement officials.
• Some Internet activities are not only dangerous but illegal. Parents should be aware
of relevant laws.
12 Guidelines and Resources for Internet Safety in SchoolsWhat Teachers, Instructional Technology Resource
Teachers, Library Media Specialists, Counselors,
and Resource Officers Need to Know
Classroom Internet use can be exciting, rewarding, and challenging. Students’
Internet use should be tailored to their ages.
• Teachers should create age-
appropriate activities for
Child Safety Tips: Age-Based Guidelines
students.
for Kids’ Internet Use (Microsoft)
• Students’ varying http://www.microsoft.com/protect/family/
developmental stages and age/stages.mspx
Internet skills will produce
different issues and problems Online Risks (NetSmartz)
for each age group. http://www.netsmartz.org/safety/risks.htm
• Educators should maintain
open communication with See Appendix D for additional
parents about students’ resources.
academic Internet use—in
guided classroom settings and
independently.
Monitoring is crucial.
• Filters are not fail proof. Teachers and librarians must watch where students go on
the Internet—just as they would keep an eye on them during a field trip. Computer
labs may be configured to assist with this supervision.
• Students should not be allowed to wander aimlessly on the Internet. Teachers must
provide an academic purpose before allowing students to go online.
• Teachers need to acquaint themselves with new tools that allow students to visit
protected sites. As much as possible, they should go into history and examine the
pages students have viewed.
• Classroom and library rules
must comply with the division’s Parents & Educators (McGruff)
acceptable use policy regarding http://www.mcgruff.org
the steps students should take
after accidentally accessing an How To (staysafe.org)
http://www.msn.staysafeonline.com/
inappropriate site.
toolbox/how_to/index.html
• Technical staff need to utilize
the division’s network tracking
See Appendix D for additional
controls and study the resources.
generated reports, which may
identify patterns of
inappropriate use.
Guidelines and Resources for Internet Safety in Schools
13• Teachers need to keep up-to-date on Internet safety issues and provide accurate,
timely information to students.
Student technological interactions in the virtual world can be negative and
spill over into the real world.
• Educators need to learn about
cyberbullying, recognize the Cyberbullying (Cyberbullying.org)
signs of a bullied student, and http://www.cyberbullying.org/
know what to do about it.
• Students must be taught which Social Networking and Schools (Childnet
types of personal information International)
are safe to share with others. http://www.childnet-int.org/blogsafety
• Online and wireless /teachers.html
communications—even with
known friends or peers—can See Appendix D for additional
resources.
compromise students’ privacy
as technology-savvy predators
may eavesdrop.
• Students must understand that people are not always who they claim to be and
that Internet information is not always accurate or appropriate.
Exchanging information with others is a great way to use the Internet but
also possesses inherent dangers.
• Educators must know and
Risks by Technology: Email (GetNetWise) enforce school policies on
http://kids.getnetwise.org/safetyguide/tec exchanging or downloading
hnology/email files.
• School staff should be alerted
Young People, Music & the Internet (P2P)
continually about potential e-
(Childnet International)
mail dangers and learn how to
http://www.childnet-int.org/music/
parents.html recognize the problem signs.
• Online journals and blogs, even
See Appendix D for additional when password-protected, may
resources. reveal more personal
information than a student
intends. Technology-savvy
predators can circumvent many safeguards offered by journal and blogging sites.
• Educators should check the age appropriateness of any social-networking sites that
students visit.
14 Guidelines and Resources for Internet Safety in SchoolsStudents need to hear the rules often.
• Teachers should establish and
post rules for safe Internet use Kids’ Rules for Online Safety
near computers in classrooms, (SafeKids.com)
libraries, and labs. Students http://www.safekids.com/kidsrules.htm
should be reminded regularly
that the rules are intended to Common Sense Rules Can Protect Kids on
ensure their safety. the Net (SafeKids)
• Teachers should go over the http://www.safekids.com/commonsense.htm
rules with students periodically.
See Appendix D for additional
As a result, the students—even
resources.
when excited or upset—will be
more likely to remember the
rules.
• Students and their parents should know the consequences of disobeying the rules.
Educators must keep the lines of communication open with students and parents.
• Schools must be consistent and fair in enforcing classroom rules and the division’s
acceptable use policy.
Guidelines and Resources for Internet Safety in Schools
15What School Administrators Need to Know School administrators should play key roles in developing and implementing a division policy that protects children on the Internet. They ultimately must enforce the division’s acceptable use policy and Technology Standards for Instructional Personnel (TSIP) and understand the information needs of all stakeholders: teachers, instructional technology resource teachers, technology personnel, library media specialists, counselors, principals, resource officers, parents, local law enforcement agencies, and civic organizations. Administrators must oversee all aspects of the Internet safety program. • Review annually the division’s technology infrastructure with appropriate technology staff, making improvements as needed. • Monitor the quality and effectiveness of Internet safety information presented to the respective stakeholder groups. • Incorporate Internet safety into the division’s professional development plans and community outreach programs. • Schedule continuing professional development to keep educators aware of the most recent Internet safety developments. The Internet is invaluable, educationally and administratively; however, as with all tools, it can be misused and dangerous. In addition, the Internet constantly changes. • Administrators should understand the Internet’s educational advantages and how it is used throughout the division. • Administrators must understand the potential risks of using the (1) Internet for instruction and (2) technology networks for data collection, storage, and communication. • Administrators should stay up-to-date with new developments in capabilities, vulnerabilities, and legal issues related to the Internet and school responsibilities. • Schools should appoint a staff member—a security officer or other appropriate person— to make sure this policy is implemented. As with any system, the division must have clear and effective policies and procedures in place to protect students and help prevent misuse of the system. In addition, policies and procedures must be in place for crisis management. • A systematic review of policies and procedures needs to be carried out at least yearly. • Since risks cannot be completely eliminated, the division should be prepared to handle a crisis. 16 Guidelines and Resources for Internet Safety in Schools
• Filters are helpful but not fail proof. As students become more experienced, they
may use circumventor sites to get around filtering software controls.
• Funding for security and safety technology should be anticipated and planned.
Communication among all stakeholders is imperative for safety and security
policies to be effective. Although a school’s legal responsibility does not
extend to home Internet use, school leaders can help prevent tragic situations
by ensuring parents and students are well-informed.
• Administrators should inform
parents regularly about new Cyber Security for the Digital District
Internet safety information. http://securedistrict.cosn.org/index.html
• Students and parents must
know the policies and the Internet Safety Policies and CIPA: An E-
consequences associated with Rate Primer for Schools and Libraries
violations. http://www.e-ratecentral.com/CIPA/cipa_
• Professional development on policy_primer.pdf
Internet safety must be a high
priority. See Appendix D for additional
• Funding needs to be budgeted resources.
regularly for better
communication and training,
which must be evaluated for its effectiveness.
• The acceptable use policy’s Internet safety component should clearly emphasize
that protecting children is a high priority.
Guidelines and Resources for Internet Safety in Schools
17What School Boards Need to Know Each school board must review and approve its division’s revised acceptable use policy and implementation plan as presented by the superintendent. The board must ensure the policy complies with current federal, state, and local laws relating to Internet safety. The Internet is invaluable, educationally and administratively; however, as with all tools, it can be misused and dangerous. In addition, the Internet constantly changes. • The board should understand the Internet’s educational advantages and how it is used in the division. • The board must understand the potential risks of using the (1) Internet for instruction and (2) technology networks for data collection, storage, and communication. • Board members should stay up-to-date with new developments in capabilities, vulnerabilities, and legal issues related to the Internet and school responsibilities. As with any system, the division must have clear and effective policies and procedures to protect students and prevent misuse. Policies and procedures also must be in place for crisis management. • A systematic review of policies and procedures needs to be carried out at least yearly. • Since risks cannot be completely eliminated, the division should be prepared to handle a crisis. • Funding for security and safety technology should be anticipated and planned. Communication among all stakeholders is imperative for safety and security policies to be effective. Although school legal responsibility may not extend to home Internet use, school staff can help prevent tragic situations by ensuring parents and students are well-informed. • Providing information to parents should be a priority. • Students and parents must know the policies and the consequences associated with violations. • Professional development for all educators on Internet safety should be a high priority. • Funding needs to be budgeted regularly for better communication and training, which must be evaluated for its effectiveness. 18 Guidelines and Resources for Internet Safety in Schools
National School Boards Association Technology Page
http://www.nsba.org/site/page.asp?TRACKID=&CID=397&DID=8638
See also:
http://www.nsba.org/site/page.asp?TRACKID=&CID=394&DID=8635.
Education Law Organization
http://www.educationlaw.org/
Virginia Department of Criminal Justice Services: Virginia Center for School
Safety
http://www.dcjs.virginia.gov/vcss/
Family Internet Safety (Attorney General of Virginia)
http://www.oag.state.va.us/KEY_ISSUES/FAMILY_INTERNET/index.html
See Appendix D for additional resources.
Guidelines and Resources for Internet Safety in Schools
19Appendix A
CHAPTER 52
An Act to amend and reenact § 22.1-70.2 of the Code of Virginia, relating to Internet safety instruction
in schools.
[H 58]
Approved March 7, 2006
Be it enacted by the General Assembly of Virginia:
1. That § 22.1-70.2 of the Code of Virginia is amended and reenacted as follows:
§ 22.1-70.2. Acceptable Internet use policies for public and private schools.
A. Every two years, each division superintendent shall file with the Superintendent of Public
Instruction an acceptable use policy, approved by the local school board, for the international
network of computer systems commonly known as the Internet. At a minimum, the policy
shall contain provisions that (i) are designed to prohibit use by division employees and
students of the division's computer equipment and communications services for sending,
receiving, viewing, or downloading illegal material via the Internet; (ii) seek to prevent access
by students to material that the school division deems to be harmful to juveniles as defined in
§ 18.2-390; (iii) select a technology for the division's computers having Internet access to filter
or block Internet access through such computers to child pornography as set out in § 18.2-
374.1:1 and obscenity as defined in § 18.2-372; (iv) establish appropriate measures to be taken
against persons who violate the policy; and (v) include a component on Internet safety for students
that is integrated in a division's instructional program. The policy may include such other terms,
conditions, and requirements as deemed appropriate, such as requiring written parental
authorization for Internet use by juveniles or differentiating acceptable uses among elementary,
middle, and high school students.
B. The superintendent shall take such steps as he deems appropriate to implement and enforce
the division's policy.
C. On or before December 1, 2000, and biennially thereafter, the Superintendent of Public
Instruction shall submit a report to the Chairmen of the House Committee on Education, the
House Committee on Science and Technology, and the Senate Committee on Education and
Health which summarizes the acceptable use policies filed with the Superintendent pursuant
to this section and the status thereof.
D. In addition to the foregoing requirements regarding public school Internet use policies, the
principal or other chief administrator of any private school that satisfies the compulsory school
attendance law pursuant to § 22.1-254 and accepts federal funds for Internet access shall select
a technology for its computers having Internet access to filter or block Internet access through
such computers to child pornography as set out in § 18.2-374.1:1 and obscenity as defined in §
18.2-372.
E. The Superintendent of Public Instruction shall issue guidelines to school divisions regarding
instructional programs related to Internet safety.
2. That, within 45 days of the enactment of this act, the Superintendent of Public Instruction
shall issue a superintendent's memorandum advising school divisions of the provisions in this
act and encourage cooperation with local law-enforcement agencies in its implementation.
20 Guidelines and Resources for Internet Safety in SchoolsAppendix B
COMMONWEALTH OF VIRGINIA
DEPARTMENT OF EDUCATION
P.O. BOX 2120
RICHMOND, VIRGINIA 23218-2120
SUPTS. MEMO NO.15
April 21, 2006
ADMINISTRATIVE
TO: Division Superintendents
FROM: Patricia I. Wright
Acting Superintendent of Public Instruction
SUBJECT: Internet Safety Instruction in Schools
Legislation approved by the 2006 General Assembly and signed by Governor Kaine adds a
requirement to the acceptable Internet use policies developed by the division superintendents
that such policies include a component on Internet safety for students. This legislation can be
found at the following address:
http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0052+pdf
The Internet safety component must be integrated within a division's instructional program.
This legislation also requires the Superintendent of Public Instruction to issue guidelines to
school divisions regarding instructional programs related to Internet safety.
The purpose of this memorandum is to communicate to you the provisions of this important
piece of legislation and to encourage you to share with this department any well-established
resources used by your division to ensure the safe use of the Internet by students in your
schools. Since the department is currently in the early stages of drafting guidelines related to
this legislation, this is an opportune time to gather resource information from school divisions
for inclusion in the guidelines. It is the department’s intent to draft guidelines over the
summer for release prior to the beginning of the 2006-2007 school year.
Should you have information that you would like to have considered during guideline
development, please provide the following to the department:
✓ A brief description of the Internet safety program currently used within the division
and the length of time that the program has been in place.
✓ All applicable public Web site addresses where such information is available.
Please send all information no later than May 26, 2006, to Charlie Makela, School Library
Media Programs & Research Services specialist, at Charlie.Makela@doe.virginia.gov. You may
also contact Ms. Makela directly at (804) 786-9412, should you have any questions.
PIW/ADW/fmc
Guidelines and Resources for Internet Safety in Schools
21Appendix C
Internet Safety and the Virginia Standards of Learning for
Computer/Technology for Grades K-12
Social and Ethical Issues
C/T K-2.3 The student will practice responsible use of technology systems, information,
and software.
• Know the school’s rules for using computers.
• Understand the importance of protecting personal information or
passwords.
• Understand the basic principles of the ownership of ideas.
C/T K-2.4 The student will use technology responsibly.
• Demonstrate respect for the rights of others while using computers.
• Understand the responsible use of equipment and resources.
C/T 3-5.3 The student will demonstrate knowledge of ethical, cultural, and societal
issues related to technology.
• Identify how technology has changed society in areas such as
communications, transportation, and the economy.
• Discuss ethical behaviors when using information and technology.
C/T 3-5.4 The student will practice responsible use of technology systems, information,
and software.
• Understand the need for the school division’s acceptable use policy.
• Discuss the rationale of fair use and copyright regulations.
• Follow rules for personal safety when using the Internet.
C/T 3-5.5 The student will demonstrate knowledge of technologies that support
collaboration, personal pursuits, and productivity.
• Work collaboratively when using technology.
• Practice and communicate respect for people, equipment, and resources.
• Understand how technology expands opportunities for learning.
C/T 6-8.3 The student will demonstrate knowledge of ethical, cultural, and societal
issues related to technology.
• Demonstrate knowledge of current changes in information technologies.
• Explain the need for laws and policies to govern technology.
• Explore career opportunities in technology-related careers.
C/T 6-8.4 The student will practice responsible use of technology systems, information,
and software.
• Demonstrate the correct use of fair use and copyright regulations.
• Demonstrate compliance with the school division’s Acceptable Use Policy
and other legal guidelines.
C/T 6-8.5 The student will demonstrate knowledge of technologies that support
collaboration, personal pursuits, and productivity.
• Work collaboratively and/or independently when using technology.
• Practice preventative maintenance of equipment, resources, and facilities.
22 Guidelines and Resources for Internet Safety in Schools• Explore the potential of the Internet as a means of personal learning and
the respectful exchange of ideas and products.
C/T 9-12.3 The student will demonstrate knowledge of ethical, cultural, and societal
issues related to technology.
• Assess the potential of information and technology to address personal
and workplace needs.
• Demonstrate knowledge of electronic crimes such as viruses, pirating, and
computer hacking.
• Explore and participate in online communities, and online learning
opportunities.
• Identify the role that technology will play in future career opportunities.
C/T 9-12.4 The student will practice responsible use of technology systems, information,
and software.
• Adhere to fair use and copyright guidelines.
• Adhere to the school division’s Acceptable Use Policy as well as other state
and federal laws.
• Model respect for intellectual property.
C/T 9-12.5 The student will demonstrate knowledge of technologies that support
collaboration, personal pursuits, and productivity.
• Respectfully collaborate with peers, experts, and others to contribute to
an electronic community of learning.
• Model responsible use and respect for equipment, resources, and facilities.
Guidelines and Resources for Internet Safety in Schools
23Appendix D
Web-Based Resources on Internet Safety
This appendix lists Web sites related to Internet safety. All Web sites were accurate and online as of
September 12, 2007. An online version of this appendix which is updated on a regular basis may be
found at http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-guidelines.shtml.
Age-Appropriate Guidelines for Internet Use
Age-Based Guidelines for Kids’ Internet Use by Microsoft
http://www.microsoft.com/athome/security/children/parentsguide.mspx
• Guide to how children of different ages use the Internet
Be Web Aware by Media Awareness Network (see Safety Tips by Age on left side of screen)
http://www.bewebaware.ca/english/default.aspx
• Safety tips by age (left-side menu)
GetNetWise: Online Safety Guide by Internet Education Foundation
http://kids.getnetwise.org/safetyguide/
• A parent’s perspective and information about online privacy
Copyright (see Ethics)
Cyberbullying
Be Web Aware: Challenging Cyber Bullying by Media Awareness Network
http://www.bewebaware.ca/english/CyberBullying.aspx
• Legal overview, role of Internet service providers, and taking action
Cyberbullies by National Crime Prevention Council
http://www.mcgruff.org/Advice/cyberbullies.php
• Tips for avoiding and handling cyberbullies
Cyberbully home page by Cyberbully.org (Nancy Willard)
http://www.cyberbully.org/
• Very helpful information with several downloadable handouts
Cyberbullying: Research by Cyberbully.us
http://www.cyberbullying.us/research.php
• Research and other helpful information
Cyberbullying handouts [untitled] by Bullying.org
http://www.cyberbullying.org/pdf/Cyberbullying_Information.pdf
• Details about cyberbullying (Canadian)
OnGuard Online—US CERT Tip: Dealing with Cyberbullies by United States Computer Emergency
Readiness Team
http://www.onguardonline.gov/certtips/st06-005.html
• Recognition of and protection from cyberbullies
Real-Life Stories by NetSmartz
http://www.netsmartz.org/resources/reallife.htm
• Stories and videos about the impact of cyberbullying on kids
24 Guidelines and Resources for Internet Safety in SchoolsSTOP cyberbullying by WiredKids
http://www.stopcyberbullying.org/index2.html
• Legal overview, prevention, and reporting
Stoptextbully.com by NCH
http://www.stoptextbully.com/
• Downloadable posters
Definitions
BeWebAware: Internet 101 by Media Awareness Network
http://www.bewebaware.ca/english/internet101.aspx
• Short glossary of several Internet terms
Glossary by Symantec
http://securityresponse.symantec.com/avcenter/refa.html
• Extensive glossary of computer terms
Internet Definitions by Netsmartz
http://www.netsmartz.org/safety/definitions.htm
• Extensive online glossary
The Librarian’s Guide to Great Web Sites for Kids by American Library Association
http://www.ala.org/parentspage/greatsites/guide.html
• Definitions of new technologies (end of paper)
OnGuard Online: Glossary by Federal Trade Commission
http://onguardonline.gov/glossary.html
• Standard glossary of computer terms
E-mail
BeWebAware: Spam by Media Awareness Network
http://www.bewebaware.ca/english/spam.aspx
• Tips for parents regarding spam
GetNetWise: Risks by Technology: Email by Internet Education Foundation
http://kids.getnetwise.org/safetyguide/technology/email
• Basic overview of spam and junk mail
Help Keep Spam Out of Your Inbox by Microsoft
http://www.microsoft.com/athome/security/email/fightspam.mspx
• Tips and filters for blocking junk mail
OnGuard Online: Spam Scams by Federal Trade Commission
http://onguardonline.gov/spam.html
• List of popular scams and recommendations for avoiding problems
Sorted: Keep Your Information Secure Online by Childnet International
http://www.childnet-int.org/sorted/
• Maintaining student safety and privacy
Guidelines and Resources for Internet Safety in Schools
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